ACQUISITION OF CLAUSE COMPLEXES BY INDONESIAN KINDERGARTEN STUDENTS WITH DIFFERENT MOTHERS SOCIAL CLASS

The objectives of this descriptive qualitative research were to: (1) to describe what kinds of complex clauses are produced by kindergarten children of lower and middle social class mothers (2) to describe which ones of these kindergarten children of lower and middle social class mothers produce more clauses and (3) to describe the context of situation features in kindergarten children of lower and middle social class mothers clause complexes. The data were obtained from four Indonesian kindergarten children at the age of 4-5 years old at TKIT Muhaddis Kutacane, Aceh Tenggara. Two subjects were from lower social class mothers and the other two were from middle social class mothers. The results of this research showed that (1) Kindergartens students of either from lower or middle class mothers had acquired and produced paratactic elaboration, paratactic extension, paratactic enhancement, paratactic projection, paratactic locution and hypotactic elaboration and hypotactic enhancement (2) there were some differences of clause complexs production in this study. The children of middle class mother were proven to produce more clause complexes than the children of lower class mothers and (3) based on the theory of context of situation proposed by Halliday, it was found that both groups of children uttered or produced clause complexes in different context of situation. In other words, they produced clause complexes in different field, tenor and mode. Children of lower class mothers uttered clause complexes in various topics. They produced the clauses to prohibit or command someone, to respond or comment something, to tell a story or something either during the lesson or the break. They just interacted and talked with their female mates. They hardly conversed with their teachers. Their clause complexes were spoken (channel) and spontaneous, consisting rhetorical mode. And the characteristics of the clauses were informative and imperative. On other side, children of middle class mothers produced clause complexes in various topics. The clause complexes were casual or non-technical. They uttered the clauses to command, help, and guide other friends during the lesson, to play games, to share food or drink at snack time, to report something, to ask the teachers about the lesson during the learning process and to go after or keep grasshoppers during the break. In this case, these children spoke with either teachers or friends. This group a bit more blended or interacted with teachers. They produced clause complexes as they spoke to them. The clause complexes were spoken (channel) and spontaneous speech, consisting largely command (rhetorical mode) and reports. The characteristic of the clause complexes were informative, imperative, semi interactive, and reportive.